Assessment Methods 3
Assessment Methods
Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009)
When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills.) (Wilson 2009)
When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course.
There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on.
Assessment methods can be:
• Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. • Diagnostic – to indicate strengths and
Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009)
When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills.) (Wilson 2009)
When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course.
There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on.
Assessment methods can be:
• Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. • Diagnostic – to indicate strengths and
Bibliography: 1.Practical Teaching A Guide to PTLLS& DTLLS: Linda Wilson 2009. 2.Reflective Teaching: Andrew Pollard 2008 3.Achieving your PTTLS Award: Mary Francis and Jim Gould 2009 4.Achieving your PTTLS Award: Mary Francis and Jim Gould 2009. 5.http://www.brookes.ac.uk/services/ocsld/resources/methods.html. 6.Preparing to Teach in the Lifelong Learning Sector: Ann Gravells 2008. 7.Reflective Practice in the Lifelong Learning Sector: Jodi Roffey-Barentse and Richard Malthouse 2009